The role of morphological awareness in children's vocabulary acquisition in English
The role of morphological awareness in children's vocabulary acquisition in English
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DOI：
10.1017/s014271640505023x
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发表时间：
2005-07-01
影响因子：
2.1
通讯作者：
Shu, H
中科院分区：
文献类型：
--
作者：
McBride-Chang, C;Wagner, RK;Shu, H
本研究以115名小学生和105名二年级学生为被试，进行了快速命名、语音意识、单词识别、无意义单词重复和词汇的任务，沿着两项形态意识（形态结构意识和语素识别）的测量。在合并样本中，语音加工和阅读变量预测了词汇知识的48%的方差。形态结构意识和词素识别共同预测了额外的独特的10%的方差在词汇知识，共解释了58%的方差;这两个措施的形态意识是唯一与词汇知识。结果强调了不同方面的形态意识的潜在重要性，从语音处理技能，理解早期词汇习得的变化。
Tasks of speeded naming, phonological awareness, word identification, nonsense word repetition, and vocabulary, along with two measures of morphological awareness (morphological structure awareness and morpheme identification), were administered to 115 kindergartners and 105 second graders. In the combined sample, 48% of the variance in vocabulary knowledge was predicted by the phonological processing and reading variables. Morphological structure awareness and morpheme identification together predicted an additional unique 10% of variance in vocabulary knowledge, for a total of 58% of the variance explained; both measures of morphological awareness were uniquely associated with vocabulary knowledge. Results underscore the potential importance of different facets of morphological awareness, as distinct from phonological processing skills, for understanding variability in early vocabulary acquisition.